“Death is the great equalizer”

― Bangambiki Habyarimana,

The Great Pearl of Wisdom

3.1 - Overview

History and Culture

The purpose of Homework Assignment #3 is to: (a) provide you with an appreciation of the importance of history and culture in the development of various perspectives on death and dying and, (b) to provide you with "hands on experience" in learning how both culture and history color our understanding of death and dying in various societies.

3.2 - Using The Internet To Conduct Psychological Research

Researching Thanatology

Theme: In this "Internet Research Project," you are to seek out one of the following: (a) a scientific journal article, (b) a national media article or, (c) a Website that discusses, provides a fact sheet, or other such finding.

Task: Using one or more of the above resources, discuss some multi-cultural aspect of death and dying. Your report is to be in the form of a discussion .

You are urged to use the Internet exclusively, though you may use Doyle Library or other such "land-based" resources.

The first link (1) below takes you to a series of Websites that examines how "Ancient Cultures" observed, celebrated, and finalized death. Websites include the Americas, European-Scandinavian, Far Eastern, Greek and Roman, Near Eastern, and Oceania cultures. This is truly a wonderful collection of Websites that explores the world's multi-cultural approach to death. The second link (2) is to Plover Library. The third link (3) is A Short History of Halloween produced by National Geographic. The fourth (4) link is History of Halloween and Other Deadly Shorts produced by the History Channel. And the fifth link (5) is a look at Cemetery Culture History. This link provides a very fascinating database of cross-cultural resources regarding historical aspects of cemeteries. You may find this Website as well as the others listed earlier useful in completing this assignment. You are free however to use any related media resources you so choose and enhances your interest and learning.

3.3 - Psychology Based Websites

Using Internet Tools To Learn About Death and Dying

Task: For the following psychologically oriented Website, report back what you learned from exploring any one of the many sub-categories listed. A tightly written paragraph--or better yet a typed, double-spaced page--sharing what you learned and what your reactions were, would be most appreciated.

Professor's Favorite Section: "Hospice Care"

Death & Dying Resources- American Psychological Association

3.4 - Reading Assignment - Chapter 2

Title - Learning About Death: Socialization

Your primary textbooks include The Last Dance (11th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw-Hill, 2020).

Primary Reading

As you read Chapter 2, Learning About Death: Socialization you should keep in mind the following key questions and core concepts.

Content Overview

As children get older they gradually reach a mature understanding of death. This means that the child understands that death is universal, is irreversible, renders the person nonfunctional, and is caused by biological reasons.
Theoretical frameworks such as Erikson’s psychosocial development and Piaget’s cognitive transformations are useful for comprehending the developmental sequence of the acquisition of a mature concept of death.
Acquiring a mature understanding of death is part of the developmental process known as socialization.
The meaning of death is interpreted differently as a person grows older. Erikson's model of psychosocial development identifies three stages of adulthood; early adulthood, middle adulthood, and late adulthood.
Agents of socialization regarding death include family, school and peers, mass media, religion, and early experiences with death.
Life experiences—particularly those that involve an encounter with significant loss or death—are powerful in shaping attitudes and beliefs.
Teachable moments in death education involve adults who take advantage of a spontaneous or planned event by teaching a child something about death.
Grief in response to the death of a pet is a normal and authentic experience for adults as well as for children.
Examine the attachments between humans and pets and the impact of the death of a companion animal.
Books for children and adolescents are a source of information and insight about dying, death, and bereavement; they offer opportunities for sharing between adults and young people.
Bereaved children's responses to loss are similar to those of adults. A particular child's experience of grief is influenced by such factors as age, stage of mental development, patterns of family interaction and communication, the nature of the relationship with the person (or pet) who has died, and previous experiences with death.

Objectives

To understand death through the life course.
To identify the components of a mature concept of death.
To describe the psychosocial and cognitive models of development and to demonstrate their value in comprehending a child's understanding of death.
To identify the sociocultural factors that influence a child's understanding of and attitude toward death.
To list and describe Erik Erikson's psychosocial stages of adult development.
To explain how various agents of socialization influence the understanding of death.
To appraise the impact of life experiences and environment on a child's understanding of death.
To analyze teachable moments as an aspect of socialization about death.
To recognize the impact of the death of a companion animal.
To describe the way a society responds to death by using three theoretical perspectives: social structure, symbolic interactionism, and social learning

Key Terms and Concepts

accommodation
agents of socialization
animate/inanimate distinction
assimilation
causality
cognitive transformations
culture
emerging adulthood
fantasy reasoning
irreversibility
magical thinking
mature concept of death
noncorporeal continuity
nonempirical ideas
nonfunctionality
parental messages
personal mortality
psychosocial development
replaceability
resocialization
secondary socialization
social norms
socialization
society
tactical socialization
teachable moments
universality

Questions For Guided Study and Evaluation

What are the four major characteristics of a mature concept of death?
Explain Speece and Brent’s idea of “noncorporeal continuity.”
Explain Erikson’s theory of psychosocial development in terms of the issues most relevant to children at different times in their lives.
Identify Piaget’s stages of cognitive development and explain how each stage relates to a particular way of understanding death.
List the major agents of socialization and briefly explain their contribution to an individual’s understanding of death.
Explain the concept of teachable moments.
Give some examples of how early experiences with death can shape an individual’s later view of death.
Evaluate death education for children and suggest ways of introducing children to the topic of death.
Discuss how each of the following theoretical perspectives provides insight into the way that a society copes with death: social structure, symbolic interaction, and social learning.

Task 3.4: In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.Related Link

Related Link: In the The Egyptian Book of the Dead, there is a line that declares: "I'm yesterday, I know Today." This ancient book, which dates back to 1240 BCE, offers a fascinating glimpse into how a proud and ancient culture viewed death.

Task: The following link takes you to a Website that discusses this topic in greater detail. Provide a reaction response to what you discovered and learned at this Website. At the bottom of the website are further links for more depth and specifics. Choose how deep you wish to delve into this topic. Remember when to cite and use quotes.

The Egyptian Book of the Dead

Practice Quiz - Chapter #2

In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz link is presented below.

"Psych 56 - Chapter #2 Practice Quiz - "Learnng About Death"

3.4-a (Part 2) - Reading Assignment - Chapter 3

Title - Perspectives on Death: Historical and Cultural

Your primary textbooks include The Last Dance (10th ed.) by Lynne Ann DeSpelder and Albert Lee Strickland (New York: McGraw-Hill, 2020).

Primary Readings

As you read Chapter 3, "Perspectives on Death: Historical and Cultural," you should keep in mind the following key questions and core concepts.

Content Overview

Three sociological theoretical perspectives are useful in helping us understand how social and cultural factors influence our attitudes and behaviors relative to death: structural-functionalism, symbolic interactionism, and social learning.
Studying death in early and traditional cultures provides information about origin-of-death myths, ways of assessing the causes of death, and practices associated with the use of a deceased person's name.
Allan Kellehear's analysis of the social history of dying sheds light on how the meaning of death has changed over time.
The history of attitudes toward death in Western European culture includes such phenomena as the Dance of Death (danse macabre) and the charnel house, as well as changes in the deathbed scene, burial customs, and practices for memorializing the dead.
Tracing the historical changes in death-related attitudes and customs increases awareness of the possibility of further changes in our own lifetimes.
Native American attitudes and customs relative to death vary widely among the different tribal groups, although they share a belief in the cyclic nature of life and death.
African attitudes and customs relative to death are based on a cyclical view of birth and death whereby deceased ancestors remain part of their survivors' lives.
LoDagaa mourning customs exemplify complex rituals that include specific ceremonies and practices to be enacted by mourners.
The Mexican tradition of D’a de los Muertos blends indigenous death rituals with the Catholic Church's commemoration of All Souls' Day to produce a unique fiesta; death is confronted by Mexican artists and writers with an attitude of humorous sarcasm.
Respect for ancestors occupies a central place in Asian cultures. As honored members of a household, ancestors continue to be important to the lives of family members.
During the Chinese celebration known as ch'ing ming, families visit graves and burn paper replicas of money, clothes, jewelry, and even modern necessities such as video cameras as a way of showing regard and care for deceased relatives.
During the midsummer o-bon festival, the Japanese celebrate the return of ancestral spirits to their families. Japanese death rituals are distinctive not only because of their duration but also because of the strong association between the ancestor's spirit and ongoing benefits to the family.
As a significant element in the lineage of European and European American culture, Celtic traditions are found in literature, music, and secular observances of Halloween, as well as in an attitude of reverence for nature and belief in personal immortality.
Hawaii is a unique example of cultural diversity in death customs and practices.
By recognizing the richness of cultural diversity in the United States, we can also appreciate the vast array of subcultural death rituals, beliefs, and attitudes.

Objectives

To define various social structures.
To become acquainted with the diversity of death-related rituals and beliefs found in various cultures.
To assess the correspondences among various cultures relative to death-related rituals and beliefs.
To describe the historical changes in death-related beliefs and practices in Western culture.
To recognize cultural diversity within the United States.
To analyze the impact of various beliefs and practices and to assess their value for survivors.
To assess the contributions of subcultures in understanding contemporary death customs and attitudes with particular attention to the cultural diversity of Hawaii.

Key Terms and Concepts

altar de muertos
ancestor worship
ars moriendi
Black Death
butsudan
calevera
cempasuchitl
ch'ing ming
charnel house
collective destiny
cultural competence
culture
danse macabre
death knells
death songs
deathbed scene
D’a de los Muertos
effigy
ethnocentrism
existential dread
f'ng-shui
filial piety
haka
hapa
invisible death
kaddish
living dead
local identity
los angelitos
memento mori
memorialization
mourning restraints
name avoidance
necromancy
novena
o-bon
ofrenda
origin-of-death myths
otherworld
pante—n
recuerdo
rites of passage
rituals of dying
samhain
shaman
shivah
social construction of reality
social learning theory
social structure
society
spirit tablet
structural view of society
subculture
symbolic interactionism
tamed death
Valhalla
Valkyries
vicarious reinforcement
yahrzeit

Questions For Guided Study and Evaluation

Compare four different explanations of the origin of death.
Explain how Allen Kellehear’s analysis of the social history of dying sheds light on how the meaning of death has changed over time.
Develop a brief historical summary based on Ariès’ work concerning the ways death has been viewed for the past thousand years or so in the Western world.
Describe the evolution of the Dance of Death.
Identify key features associated with Native American attitudes toward death and dying.
Contrast Hopi and Cocopa funeral rituals. Decide which is more positive in your opinion and explain why.
Explain the meanings of the LoDagaa death ceremonies including the practices surrounding mourning restraints, the mourning companion, and grave digging. Compare the LoDagaa rituals with ours.
Describe the attitudes toward death revealed in the terminology of dying used in the black church.
Analyze the apparent ambivalence of Mexican attitudes toward death as revealed in customs surrounding the Day of the Dead.
Compare Chinese and Japanese traditions and celebrations designed to show respect and care for dead relatives.
Describe the Celtic view of the Otherworld?
Using the cultural diversity in Hawaii, provide examples of enduring traditional death customs.
Discuss how sub-cultural differences in death customs can be comforting or anxiety producing
Determine how assimilation and accommodation influence the death customs of a society.

Task 3.4-a (Part 2): In the section above entitled: "Questions For Guided Study And Evaluation," briefly discuss any two questions you wish. Be sure to have enough length and quality to properly respond to each question.

Related Link: Around 1308 the philosopher Duns Scotus was buried in a vault in Cologne. When the vault was reopened shortly after, Duns Scotus was found outside his coffin. His hands were torn and bloody from trying to open the vault door. He had been buried alive. "Go and try to disprove death and death will disprove you," wrote Ivan Turgnev. How we perceive death is shaped by many social, cultural forces, and institutions in our lives.

The following link is a short introduction to how each of the major sociological theories describe issues related to aging, death and dying. This is a brief overview of some ideas and was created for an undergraduate course on the sociology of death and dying by Debra Marshall. It is less than 15 minutes.

Sociological Theory: Death and Dying

Practice Quiz - Chapter #3

In this section you will find a practice quiz for each assigned textbook chapter in The Last Dance. The quiz is presented in a link below.

Psych 56 - Chapter #3 Quiz - "Perspectives on Death"

3.5 - "Grieving Days, Healing Days" - The Workbook

Learning Through "Hands-On" Doing

Overview: Grieving Days, Healing Days (GDHD), is an interactive workbook written by Dr. J. Davis Mannino, 1996 - 2022 and formerly published by Simon & Schuster, 1996. It is required for this course, because specific pages in the workbook are assigned as part of each module homework assignment that you complete. The good news is you need not purchase Grieving Days, Healing Days (GDHD). I have uploaded all readings and activities you will need for this course.

Assignments to complete in GDHD will be listed in a similar section for each of the 15 module homework assignments for this course. Generally speaking, assignments are due by the module assigned date. Modules are loaded with workbook selections (readings, exercises, and activities) that will enhance your learning of many important topics in the study of aging, dying, and death --- a field that is known as "thanatology."

It is also important to remember that certain uploaded workbook pages will be required reading for assignments that you choose to complete elsewhere; such as extra-credit. Therefore, always read and complete all workbook pages assigned as part of all module course requirements.

GDHD Workbook Reading Assignments

1. At minimum, read and complete ANY THREE of the following assignments from Grieving Days, Healing Days. Please note that while only three assigned readings and activities need proof of completion, the entire selection of assignments below should be read and reviewed. Though not required, have some fun and complete them all!

A Dead-End Exercise, p. 20

Cultural Customs of Death, p. 23

Customs, Culture, and Death, p. 24

Collage on Death, p. 25

Death in the News, p. 26

Mandala, p. 198 - 199

3.6 - Course Discussion Board

Module #3 - Thought Provoking Question (TPQ) or Article

Overview: The purpose of a course message board is to allow students and professor an opportunity to interact about topics of common interest. A message board is also a fine tool to share commonly asked questions, answers and concerns.

You are urged to use the message board, when you have questions that you think others may wish to know; when you have technical questions or answers that others may wish to know, and to share other useful tidbits with each other. I want each of you to become familiar with the message board system.

Once you have composed your thoughts and written them down in a word application program [i.e., Microsoft word] --- with grammar and spell check--- you must then click on the "Message Board" icon in the "Navigational Toolbar" and follow through with posting (copy and pasting) them. Remember, to be sure you also post your comments in the appropriate place in the task boxes that follows later in this assignment IF you are also submitting this ENTIRE assignment as one of your required four online assignments for the semester.

Task: In each class module, there will be one thought-provoking course related question or article for which discussion is expected from students. While not always related to assigned readings, they have important course-wide implications. You are expected to respond to each question by the end of each class module. Be sure to place the question/article number (#) in the "subject line" so your classmates will know which module topic you are addressing.

Since there is only one "thought-provoking question or article " (TPQ) due per module during the regular semester, a minimum response of 250 to 500 words is required for each message board TPQ posting. Also, students need to post a TPQ for EACH of the 15 online assignments.

This Assignment's Thought Provoking Question (TPQ) or Article

The following link is a graded assignment for the TPQ. (1) Click on the link below, (2) read the TPQ or article, and then (3) respond in the student posting area provided at the end of the article.

Thought Provoking Reading #3 - "Old, Gray, and Gay"

3.7 - Death: A Personal Understanding

Overview: A “Hint of a Whisper of Enjoyment!”

Welcome to a new video feature for my online course in Aging, Dying, and Death! The goal is to provide at least a "hint of a whisper of enjoyment" from the ordinary, mundane, and often boring, classroom experience!

Each class module has a selection from a fascinating collection of YouTube video clips I have gathered. These instructional videos clips on aging, dying, and death are intended for college classrooms and adult learners. The selection of clips provided over the course of this class, were researched carefully by your professor, and in many cases recommended by former students.

The influence of digital videos on our everyday culture is undeniable. Online video sharing sites such as YouTube, Vimeo andMetacafeboast monthly audience numbers in the millions! With digital videos continuing to gain popularity, it seems only natural that this familiar and widespread platform should extend into the educational setting.

Students today are utilizing educational videos as a tool for learning everything from changing a tire to the latest dance craze. Remarkably, millennials make up 92% of the digital video viewing audience. Abstract topics that once seemed difficult to teach and learn are now more accessible and understandable thanks to the availability of educational videos.

Studies have shown that the use of short video clips allows for more efficient processing and memory recall. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them.

Gain a greater understanding of aging, dying and death through case studies and moving personal stories of people facing their own death or the death of a loved one. This series explores a wide range of North American cultural perspectives on death within the context of current issues

Directions: Simply click on the video link below and enjoy. Captioning Note: For my students with disability challenges, there is a "closed captioning" option with each clip in this video series. I enjoy watching the video clip with captioning on as I have some hearing problems and I can catch everything everyone is saying; especially if they are not talking clearly.

Video # 3 - Louise Hay on Dying and Death – Supports One’s Understanding of Philosophical and Spiritual aspects of loss and a "broken heart."

Listen to this rare recording of the late Louise Hay sharing her soothing power thoughts on death and dying, and the soul’s transition to its next great adventure. Her main message: Change your thoughts and love yourself first, so you can embrace the circle of life and put the end of a human being’s years on earth in perspective. You can do it!

Task: When done reviewing this assigned video clip, prepare a thorough reaction statement at the "Graded Responses Go Here!" section link described further down at the end of this module assignment.

Louise Hay - Positive Affirmations to Heal A Broken Heart

3.8 - Module Assignment #3 Responses

Composing Your Responses To Module #3 (Helpful Directions)

Overview: For each course module there is a major homework assignment that must be completed. Each of these module homework assignments has several tasks. Some entail reading, some include exploring and reviewing websites, reviewing videos, and still others involve written tasks --- work that ALL must be submitted for review and/or grading.

Responses to "tasks" must be sent on time or you will either fail the assignment or be severely penalized. Late homework assignments are perceived as both a student who is "absent from class" and who is "late with work." Please always maintain a backup copy of all your written work. Glitches occur in online technology-based education, but ultimately it is your responsibility to maintain adequate backup of all work submitted. You are also encouraged to compose your work within a word-processing application and then "copy and paste" into assigned module "task boxes." This is so you may avail yourself of spell and grammar check options provided in most modern word processing software.

Please be aware that all submissions are automatically received by the course "gradebook," where they will be evaluated by your professor for acceptance, rejection, or acceptance with penalty. So make sure your work is received promptly. Much the same way that attendance is determined by you presence in the traditional classroom at the regularly scheduled class time, so too is attendance determined by your prompt submission of assignments while enrolled in an online course. Furthermore, arriving to class without homework or with incomplete homework is also perceived in the same manner with an online course. Accordingly, you are encouraged to submit you weekly work prior to deadlines, to avoid computer glitches, "downtime," and other "technological spills and inconveniences."

Directions: Each numbered task box listed below corresponds with tasks described in each module's homework assignment. Usually, tasks outlined on this webpage require written reactions and/or responses.

Be sure to follow directions carefully and precisely when completing each task. "A word to the wise!" Minimal work receives a minimal grade. For example, if a task asks that you provide a written paragraph or two, and you provide just that, then you have provided only minimal work. Simply said, minimal work is "C" work. Well thought out writing that exceeds both excellence and minimal length (word count) and quality requirements is, generally speaking, graded higher and indicative of a "good and solidly motivated student." However length in of itself does not assure quality either, so learn to strike a balance. Good luck!

Particulars: Remember this module is due by a certain date or will be penalized. Overly late assignments may NOT be accepted at all, and at minimum, marked down. The discretion of the professor rules in all such matters. Was your assignment "Online and Ontime?" Before beginning this module homework assignment be sure you understand the word count and quality requirements --- 550 to 750 words --- depending on grade desire). See Grading Policy in Course Basics at the Course Syllabus for further information regarding requirements and grading of module submissions.

ALL students are responsible for completing ALL 15 modules and having a moderate understanding of each. Don't cheat yourself out of a good education.

Module Assignment #3 - Graded Responses Go Here!

Dr. J. Davis Mannino - Revised February 5, 2023